Advising First Year Students Authored by: Jessica Bigger The first year of college is trying for many students; new responsibilities and expectations can be overwhelming. For this reason a large percentage of students do not make it to their sophomore year. Gardner and Siegel (2001) cite data gathered by ACT indicating that 28% of students in public four year institutions fail to continue beyond their first year in college. Because of this, and other factors, interventions targeted to first-year students have become important. Many institutions have adopted programs designed to provide a 'rite of passage' in which students are welcomed, supported, celebrated, and eventually assimilated into the campus (Gardner, 1986). Theories That Help Understanding the development of matriculating students is essential to those seeking to make a difference in these students' lives. Vincent Tinto (1993) outlined three stages students move through: separation, transition and incorporation. Students first go through a separation stage in which they move away from their home environment. Although this can be quite traumatic for students, most eventually are able to move to the second stage, transition.

During this stage students are torn between their old environment and the new one; they may not feel they belong in their old environments but have yet to find their places in the new one. Finally students move into incorporation when they have achieved full membership into the social and academic communities of the institution. Upcraft (1995) noted another common student development theory attributed to Scholssberg, Lynch and Chickering. This theory concentrates on students' needs to feel they matter and are appreciated. College personnel must realize that students need support from peers, faculty, staff, and family if they are to succeed. Support networks must be in place so freshman can begin to make the important connections that will help them cope. A final theory of importance is Astin's Involvement Theory. Astin (1985) emphasized that students learn and develop when they become active in the collegiate experience. Upcraft (1995) expanded on this theory when he stated 'The greater the quantity and quality of involvement, the more likely the student will succeed in college' (p.18).

College personnel can help students become active in a number of ways; two successful strategies are an activities carnival at the beginning of the year that introduces students to different campus organizations, and scheduling freshman planning conferences between students and their advisors. Historical Perspective for Supporting First-Year Students The academy has known for over a century that first-year students face unique challenges.Boston College pioneered the first Freshman Orientation class in 1888 (Gardner, 1986). Reed College (Portland, OR) became the first institution to schedule an orientation course for credit when, in 1911, they offered a course separated into men-only and women-only sections that met 2 hours per week for the year (Gardner, 1986). Orientation classes acquired their modern form in 1972 when, after a series of campus riots then University of South Carolina President, Thomas Jones asked faculty to develop innovative ways to rethink undergraduate education. Jones' goal was to help students appreciate the university and not destroy it (Schroeder, 2003). History professor John Gardner helped develop what eventually became known as the First-Year Experience, or FYE (Schroeder, 2003).

Gardner, in an interview with Schroeder (2003), defined FYE as 'a national and international effort to improve the first-year, the total experience of students - and to do this intentionally and by rethinking the way the first-year was organized and executed' (p. 10). As competition for students increased during the last quarter of the 20th Century, institutions turned their focus on the needs of entering students in an effort to make their institutions more appealing. The popularity of programs targeting the first-year students soared.Gardner(1986) illuminated factors that influence the success or failure of first-year programs. For instance, altruism is of particular importance to the effectiveness of a program; faculty and staff must share a genuine concern for new students. In today's climate of declining revenues and higher enrollment standards, institutions must exert extra efforts to keep the students they have worked so hard to recruit (Gardner, 1986). Many colleges and universities are aware of the changing nature of the term 'freshman' as the number of nontraditional, older, married, and working students continues to increase.

Successful institutions realize that systems must be in place to address the needs of students who differ markedly from the traditional residential freshman. So too must institutions have programs that address the growing number of recent high school graduates who enter with poor academic foundations. Finally, institutions must educate these entering students regarding their rights and obligations in today's college environment. Gardner(1986) highlighted the importance of programs that focus on the first few weeks of college when many students make the decision to drop-out. During this period students feel increased personal independence and form the habits and relationships they will carry throughout their college careers.Gardner(2001) also noted that during this time students make judgments about faculty and their major, although the latter is apt to change. He (1986) further suggested that a number of actions can improve the freshman year including curriculum modifications, enhanced academic advisement, faculty (instead of graduate student) teaching freshmen level courses, extended/continuing orientation, living/learning environments, peer counseling, and special freshmen administrative units. Over the years, an organized transition program has become a cornerstone of the new student experiences at campuses across the country.

When Gardner (1986) found that freshmen who complete orientation courses were retained at a higher rate than those who did not take such a course, the demand for first-year services led to the establishment of a National Resource Center based at the University of South Carolina. By 1995, Gardner (2001) noted that 82% of participating institutions reported a significant focus on the first-year experience. In 2005 the 24th annual FYE conference drew over 1200 administrators, faculty and students and The National Resource Center for First-Year Experience & Students in Transition produced many publications including a monograph series and a bi-annual journal, The Journal of the First-Year Experience & Students in Transition. In October, 1999, The Policy Center on the First Year of College (FYI) was initiated at Brevard College in North Carolina. The Policy Center, now known as the John N. Gardner Institute for Excellence in Undergraduate Education, was developed as an extension of the National Resource Center ; Policy Center staff work cooperatively with the National Resource Center on the issues of concern for first-year students especially first-year assessment procedures. Components of successful transition programs Betsy O.

Barefoot (2000) outlined a number of objectives needed for a successful first-year transition program. Key are student-to-student interactions and student-to-faculty interactions. Barefoot found that student time and involvement on campus outside of class must increase, and a link between the curriculum and co-curriculum areas should be established. Academic engagement and student expectations should increase. Programs must be established that assist students who enter with insufficient academic preparation. Institutions must set clearly defined objectives as an important first step in the establishment of a program that will benefit both students and the institution. Once objectives have been established, interventions must be implemented that define a transition program. The cornerstone of most programs is the first-year seminar course designed to introduce students to the college experience and teach them how to master it (Gardner, 2001). The classroom experience is increasingly important since so many of today's first-year students are nontraditional and live off campus; thus, they are less likely to have contact with student affairs offices or residence halls. For these students the seminar class becomes their main source of connection to campus (Schroeder, 2003).

Skills covered in a typical seminar course include time management, orientation to campus facilities, drug/alcohol awareness, responsible sexual behavior, and the importance of diversity (Gardner, 2001). Some other areas that may be covered, such as computer and library skills, can serve an immediate need as well as lay the foundation for student survival throughout their college careers (Franklin, Cranston, Perry, Purtle, 2002).Franklin, et al (2002) also indicated that students who completed a seminar class scored consistently higher than a control group in areas such as student development and integration to campus culture. These students also were more likely to take advantage of academic support services. The establishment of learning communities is another effective first-year intervention. Communities often consist of thematically linked courses with a group of students in common. Students within a learning community establish a vital support network of people who share their same classroom experiences. Learning communities can be extended into residence halls where these students live on the same floor and have common homework and study time (Gardner, 2001). Many campuses encourage civic engagement through the inclusion of service learning opportunities within their transition programs.

Not only does service learning contribute to the community, it provides students with an inherently active and relevant experience that promotes interest in the class and the material. In many instances members of the community serve as teachers and evaluators (Gardner, 2001). Projects such as Habitat for Humanity, food banks, and adopt-a-highway have dramatic effects on the community and are great ways to get students involved. Health Education is another crucial element included in most first-year programs. Today's students face a myriad of health issues e.g., STDs, sexual assault, eating disorders and binge drinking. These health issues often have a disproportionate effect on first-year students as they seek a niche within the campus culture (Gardner, 2001). Students need to be aware of health services offered on campus and know how to access them. Academic support services must be established to help first-year students. These can include such services as writing centers, math labs, tutoring, non-traditional student programs, technology-support, counseling, and support services for students with learning disabilities.Gardner(2001) noted that institutional commitment for these services can result in higher retention and greater academic achievement.

Here upperclassmen can serve as mentors and positive influences;Gardner(2001) observed that organized programs where upperclassmen serve such roles as peer mentors/advisors, tutors, and course assistants bring positive benefits. Implications for Academic Advising Academic advising plays a key role in the success of students as they transition to our institutions. Tinto (1999) suggested that advising is integral to student development. Advisors must understand the informational, conceptual, and relational aspects of their roles and how these aspects affect their interactions with first-year students. Academic advisors should possess a clear understanding of the students on their campuses. Today's transitioning student may belong to a variety of sub-groups or 'special populations'. Special populations that often include a large number of students are: students with disabilities, adult learners, at-risk students, students from differing cultures, and students in the Millennial Generation. Advisors should keep abreast of the latest information regarding advising these population groups; information regarding these populations can be found within the NACADA Clearinghouse of Academic Advising Resources. The advising of one special population group deserves focused attention; today's traditional-age student represents a new generation of college students known as the Millennial Generation.

As defined by Keeling (2003), millennial students are those born between 1982 and 2003. Although many of these students have been protected by parents and society, as a rule they are driven to improve the world, have a positive attitude, and are team players. Advisors should understand and be prepared to handle issues common to this group. Keeling (2003) notes that millennial students often have lofty goals and high expectations but often lack realistic plans for achieving their goals. Advisors must be prepared to help these students achieve a full understanding of how their educational and career goals align. Advisors should ask guiding questions to determine students' strengths and interests as well as what will make them happy. While institutionally based career development services may be available on many campuses, to be effective, advisors need a thorough understanding of different career development theories e.g.,,Holland, Super, Myers-Briggs, etc., and how to use and interpret different inventories and tools. Advisors who use these tools effectively can steer students toward appropriate career paths.

Millennial students often matriculate from highly structured elementary and secondary school systems that may place a higher value on conformity than on critical thinking and decision making skills. Students who lack of experiences in these areas can pose a particular challenge for advisors since they need more guidance in choosing a major or career path (Keeling, 2003). Advisors need many tools at their disposal to help these students with decisions e.g., decision-making templates (see Clearinghouse critical thinking/academic support resources), handouts explaining campus majors, degree requirement sheets, and department contact information. Often millennial students find the pressures of their first - year daunting. This can lead to extreme stress, depression, and, in some cases, student engagement in risky behaviors. Advisors should be aware of warning signs and know how to refer students to appropriate resources (Keeling, 2003). Parental involvement in the daily campus life of millennial students exceeds that of any previous generation. It is important that advisors understand the implications of this involvement. Advisors should expect that parents will be present at orientation, may ask to participate in student advising appointments, and make phone calls to advisors.

Keeling (2003) notes that advisors must be familiar with confidentiality matters such as FERPA). While each campus meets parental needs in different ways, most seek to fulfill parental requirements for information while guarding student privacy. Some campuses have parent newsletters that detail expected student experiences during the first year. Others provide parents with questions they should ask their student and/or dates when students should receive mid-term grades. Still others have established Web sites designed for parents (Keeling, 2003). Links to sample parent resources can be found in the Clearinghouse. Conclusion In the past thirty years significant efforts have been made to improve the experiences of students transitioning to our campuses. A variety of campus programs have been developed to meet the unique needs of these students and most importantly, help them become successful students. Advisors, in particular, must understand the issues facing today's students if we are to help them make a smooth transition to our institutions and become successful. References ACT, Inc. (2002). Return/Graduation Rate Data for 2002. Retrieved from . Astin, A..W. (1985). Achieving educational excellence: A critical assessment of priorities and practice in higher education.

San Francisco: Jossey-Bass. Barefoot, B. O. (2000). The first-year experience-are we making it any better? About Campus, 4 (6), 12-18. Franklin, K. K.,Cranston, V., Perry, S. N., Purtle, D. K., & Robertson, B. E. (2002). Conversations with metropolitan university first-year students. Journal of the First-Year Experience & Students in Transition, 14 (2), 57-88. Gardner, J. N. (1986). The freshman-year experience. The Journal of the American Association of Collegiate Registrars and Admissions Officers, 61 (4), 261-274. Gardner, J. N., & Siegel, M. J. (2001). Focusing on the first-year student. Priorities, 17, 1-17. Keeling, S. (2003). Advising the millennial generation. NACADA Journal, 23 (1&2), 30-36.

Schroeder, C. (2003). The first year and beyond. About Campus, 8 (4), 9-16 First-Year Merit Awards, American University, Washington, DC First-Year Merit Awards, American University, Washington, DC Mailing Address American University’s merit awards for international students are partial, not full, scholarships. They are highly competitive and based on a combination of outstanding academic achievement, excellent communication skills in English, leadership, volunteerism, and community service. No need-based financial aid is available to international students (non-U.S. citizens). No separate application form or process is needed to be considered for AU merit scholarships. For the 2016-2017 academic year, scholarships ranged from U.S.$6,000 to U.S.$25,000 per academic year. They are renewable for all four years of study based on successful continued academic performance. Important for first-year applicants who wish to be considered for AU’s partial scholarships: Apply for the fall (August) semester, not spring. Fall application deadline is January 10. AU merit awards are offered only at the time of admission.

There are no further opportunities for AU partial scholarships once you have begun your studies. No increases in scholarship amounts are available from year to year. The initial amount of your AU merit award remains constant for all four years of study. Your AU CFIS and bank letter must demonstrate that you have at least U.S.$62,819 available for your first year of study, even if you hope to qualify and receive one of AU’s competitive merit scholarships. Plan to have similar funding available for each additional year of undergraduate study (up to four years total). Other Sources of Financial Assistance You may wish to contact the following institutions to seek information on additional sources of financial assistance: Your Embassy in Washington, D.C. Class Attendance – Articles – Resources – CETL – Minnesota State University, Mankato Bibliography Introduction One of the most common areas where classroom practices of individual faculty members differ is attendance policy. Some faculty require attendance. Some faculty count attendance positively in grade determination while others count the lack of attendance against the student's grade. Even most faculty who don't require attendance by their students encourage attendance in a variety of ways. Inherently most faculty probably believe that attendance is important in student success but most of us can provide only anecdotal evidence to support our belief.

This newsletter contains summaries of some of the most recent research on the role of class attendance on student performance. Some recent research will also be explored that demonstrates the impact of class attendance on other variables that affect the overall academic success of an institution. Student Performance The first study in this survey of the impact of attendance on student classroom success is by Robert M. Schmidt ("Who Maximizes What? A Study in Student Time Allocation ", AMERICAN ECONOMIC REVIEW, May, 1983, pp. 23-28). In this study, the author measured the impact of time commitments by students to various course activities on the students' performance in the given class. The results were revealing. By far, the most valuable and important time commitment in a course was the time actually spent in the classroom. That time was the most important determinant of student success and each unit of time in the class itself provided, among all the class related activities, the greatest improvement in student performance. The next most important time spent on a class was any time spent in discussion sections that accompanied the lectures. Third in importance was any time spent studying outside of class preparing for the class session itself.

Perhaps most surprising was the result that the least significant time commitment in improving student performance in a particular class was the time spent studying for the final exam. Thus the study concludes that the most productive time in any course is the time actually spent in the classroom. That time has the greatest positive impact on overall student performance. The hour or two spent in class each day (for a particular course) does the most to improve the student's grade. In another version of the same statistical test, Schmidt also found that the time spent over the entire term on the ongoing activities of the class ( class lectures and classroom discussions, any discussion sections, and study outside of class to prepare for class) was most significant in explaining student performance in a given course. Time spent studying for any and all exams was not a statistically significant determinant in affecting student performance in that class. The results of this test reinforce the idea that the most important learning in a course takes place in the classroom and that students who do a conscientious job on a daily basis preparing for and participating in class outperform those students who skip class and try to cram for exams. A second study is by Kang H. Park and Peter M.

Kerr ("Determinants of Academic Performance: A Multinomial Logit Approach" , THE JOURNAL OF ECONOMIC EDUCATION, Spring, 1990, pp. 101-111). In this research ( conducted with classes where attendance did not enter directly into student grade determination), the role of class attendance was statistically significant in explaining student grades in those classes. Specifically, this research demonstrated that the lack of attendance was statistically significant in explaining why a student received a D rather than an A, a B, or a C grade in a specific class. The statistical tests employed in this article found that regular class attendance was a significant determinant in minimizing a student's chance of receiving a D or an F. This study strongly suggests that regular class attendance can aid significantly by acting as an insurance policy in avoiding a D or an F grade in a given class. The same data were also used to determine the relative impact of each absence in the student's final letter grade for a particular course. The empirical results showed that absence from class was statistically significant in lowering the letter grade of the typical student. Specifically, each absence from class lowered a student's grade by 0.06 in a 4.00 grading system.

Thus, a student with 10 absences in a given term would lower his/her grade by 0.6, which would be the difference between a C plus and a B for example. Another research article that dealt with the impact of class attendance on student performance in a course is by David Romer ("Do Students Go to Class? Should They?" THE JOURNAL OF ECONOMIC PERSPECTIVES, Summer, 1993, pp. 167-174). The author found what he described as an alarming amount of absenteeism from the typical class in small, medium, and large schools (that were further described as elite and/or highly competitive). Small schools averaged 25% absenteeism in a typical class on a typical day. Medium sized institutions had 34% absenteeism on average while large universities had 40% absenteeism on a typical day. When absenteeism was linked to characteristics of the classes, the following patterns emerged: Smaller classes had less absenteeism. The more significant the mathematical component of the course, the less the absenteeism. There was more absenteeism in the principles courses than in the upper level courses. The better the quality of the instructor, the less the absenteeism.

Absenteeism was mainly concentrated in a few students who missed many classes while most students missed only a few. When the author regressed the student's course grade against attendance (while holding constant all other explanatory variables for the grade), the mean GPA for students with strong attendance was, on average, one entire letter grade higher than that of students with poorer attendance. Why Students Don't Attend Class Another part of the discussion about attendance is the exploration of why students choose to miss classes in spite of the clear benefits of attendance. An article by Gary Wyatt ("Skipping Class: An Analysis of Absenteeism Among First-Year College Students" TEACHING SOCIOLOGY, July, 1992, pp. 201-207) explores some of this territory. By using correlations and regression analysis, he was able to clarify some of the issues. [In one telling phrase, he says that students often view tuition as an "expensive cover charge that allowed them entrance into an exciting social world – a world that was often apart from learning and class attendance".

(p.201)] When he looked at the reasons students gave for missing classes that they liked, the three strongest correlations were parents' income (the greater that income, the more they missed class), time studying (the more time they studied, the less they missed class), and their GPA (the higher the GPA, the less they missed class). For missing classes that they disliked, the following were the significant correlations: time studying ( the more time they studied for the class, the less they missed), their GPA (the greater their GPA, the less they missed of classes they didn't like), their parents' income (the greater the parents' income, the more they missed class) and the frequency of alcohol consumption ( the more frequently students consumed alcohol, the more they missed these classes). From his research, Wyatt made the following observations and recommendations: Since students who study miss fewer classes (both classes they like and dislike), an increased emphasis by the faculty member and the institution on scholarship and study will help overall attendance. Classroom discussion about homework expectations and proper study habits for a particular course would also help. Since females missed more frequently than males, the author suggests that professors examine their classroom environment to see if it is somehow less hospitable to females.

If academic life can be made more appealing and exciting, Wyatt believes that students with lower grades will attend more frequently. Impact of Attendance Policies Judith Levine's article "The Effect of Different Attendance Policies on Student Attendance and Achievement" presented at the Annual Meeting of the Eastern Psychological Association in 1992 (in ERIC Microfiche ED 348 762) discusses how students respond to a variety of attendance policies. In general, she distinguishes three types of attendance policy: Required Explicit where attendance is required and absence does adversely affect the student's final grade; Not Required Implicit where there is no requirement for attendance, attendance does not affect the grade and there is no announcement of the attendance policy to the students; and Not Required Explicit where there is an announcement that attendance is not required or counted in the final grade but attendance was otherwise encouraged by the professor. Her conclusion reaffirmed what one would suspect would be the common sense view of the impact of course policies on attendance. The more students were required and/or encouraged to attend, the better was class attendance and, if a student missed frequently, that student was less likely to do well in that particular course. The impact of attendance policy was significant.

When attendance was explicitly required, 80% of the students missed 4 times or less and less than 1% missed 8 times or more. When the attendance policy was non-required and implicit, 73% of the students missed 4 times or less and almost 7% missed 8 times or more. When the attendance policy was explicitly non-required, only 52% of the students missed 4 or fewer times while 18% missed 8 times or more. The conclusion seems to be that professors do get the type of attendance that they encourage by the policy that they adopt. Attendance and the Evaluation of Faculty There also has been research which suggests that the student evaluation of faculty is clearly affected by the pattern of student attendance. An article by Dale E. Schlenker and Norma Coles McKinnon in 1994 ("Assessing Faculty Performance Using the Student Evaluation of Instruction " in ERIC Microfiche ED 371 667) reports on a variety of factors that affect student evaluation of teaching. The particular evaluation instrument employed in this study surveyed students' opinions about the faculty member's method of presentation, classroom management, professional skills, relationship to the students, and preparation and planning.

In every one of these dimensions, the fewer absences that the student had, the more favorably they rated the instructor and the differences were always statistically significant. Their conclusion was that, "Consistently, our findings have exhibited that as absenteeism increases, student evaluations of instructor becomes less favourable (sic) on all dimensions". (p. 20) Conclusion and Recommendations Research indicates that attendance is statistically significant in explaining class grade and overall performance of students. Students who miss class frequently significantly increase their odds of a poor grade in a given course. At a minimum, the research supports the idea that faculty should strongly encourage attendance with both moral suasion and quality teaching. Certain course practices can be used to encourage attendance. Testing extensively from material presented in class rather than material from the text can encourage better attendance. The use of in-class quizzes and other exercises will reward attendance. Encouraging a greater commitment to the course by requiring more homework and reading will make students more likely to attend the class. A case can be made that requiring attendance can be a successful means of improving the value added of any course. Richard C.

Schiming Bibliography Judith Levine, "The Effect of Different Attendance Policies on Student Attendance and Achievement", paper presented at Eastern Psychological Association, 1992, (ERIC Microfiche ED 348 762). Kang H. Park and Peter M. Kerr, "Determinants of Academic Performance: A Multinomial Logit Approach" THEJOURNAL OF ECONOMIC EDUCATION, Spring, 1990, pp. 101-111. David Romer, "Do Students Go to Class? Should They?" THE JOURNAL OF ECONOMIC PERSPECTIVES, Summer, 1993, pp. 167-174. Dale E. Schlenker and Norma Coles McKinnon, "Assessing Faculty Performance Using Student Evaluation of Instruction" (ERIC Microfiche ED 371 667) Robert M. Schmidt, "Who Maximizes What? A Study in Student Time Allocation" AMERICAN ECONOMIC REVIEW, May, 1983, pp. 23-28.

Gary Wyatt, "Skipping Class: An Analysis of Absenteeism Among First-Year College Students" TEACHING SOCIOLOGY, July, 1992, pp. 201-207. Many of these articles also have their own bibliographies that may be employed to discover more about the impact of attendance on the success of the student and the class. NOTE: If you have any comments, questions, or suggestions pertaining to this newsletter, please contact Dick Schiming, Center for Faculty Development, Box 14, or via e-mail, phone (5323), or voice mail (5855) Please pass along any experiences that you may wish to share about the impact of attendance policy on your classes or how you deal with the topic of attendance in general. Contact Freshman Academic Scholarships Freshman Academic Scholarships Apply President's Scholarship Students considered for an academic scholarship have significant academic achievement. Those selected to receive a scholarship take the most challenging curriculum, earn the highest grades and present either SAT or ACT scores that place them at the top of our applicant pool. Students are automatically considered for the President's Scholarships when they apply for admission to the University.

Students selected to receive a President's Scholarship will be notified no later than the end of March by the Office of Undergraduate Admission. Students applying for a second Bachelor degree are not eligible to receive a President's Scholarship. Academic Scholarship Amount: This merit-based award recognizes students for their significant accomplishments inside and outside of the classroom. Academic Scholarship Amount: Ranges from $4,000-$16,000 annually Premier Academic Scholarships and Amount: The most academically competitive students admitted to the freshman class may be considered for a Premier Scholarship. An additional application is required for some of the Premier Scholarships. ¹Stamps Scholarship Full cost of attendance plus an enrichment fund stipend ²George W. Jenkins Scholarship Open only to residents of AL, FL, GA, NC, SC, and TN Full cost of attendance plus an enrichment fund stipend Ronald A. Hammond Scholarship ¹Marta S. and L. Austin Weeks Endowed Scholarship Full tuition ¹Must apply ED or EA to quailify ²Requires additional forms which can be found online at miami.edu/jenkins Students applying for future terms should use this scholarship information as a general guideline. Scholarships are subject to change for future applicants.

Scholarships, when combined with other tuition-restricted awards, may not exceed tuition for the award period. The total of financial assistance awarded a student from all sources, including scholarships, grants, loans, and need-based employment, cannot exceed the total cost of attendance for the award period as defined by the Student Financial Assistance and Employment Office . In the event a student's awards exceed either of these limits, the financial aid award, including the scholarship, will be adjusted to eliminate the over award. Please note: We do not award academic scholarships to students entering in the spring semester. To apply to UM visit our Apply page for further instructions. Eligibility and Award Decisions The University of Miami takes into account students' high school grades, difficulty of course curriculum (such as AP/IB), standardized test scores* on the SAT (math and critical reading sections only) and/or ACT, extracurricular activities, essay, and guidance counselor recommendation(s), as well as the overall quality of the pool of applicants applying to the university each year when making scholarship award decisions. A student may receive only one academic scholarship from the Office of Admission. The Scholarship Committee will make the final determination on all scholarship award.

* Exception: International students (those completing high school OUTSIDE the U.S.) should NOT submit SAT/ACT scores. Please see New International Students Scholarship page for details: miami.edu/intlscholarships. Scholarship Consideration Deadlines Students are automatically considered for the President's Scholarships when they apply for admission to the University. An additional application is required for some of the Premier Scholarships. To be considered for a University of Miami academic scholarship, students must complete and submit the Undergraduate Application for Admission using the Common Application. Scholarship Consideration deadlines: *November 1 (Early Decision/Early Action) January 1 (Regular Decision) *Only for the Stamps Scholarship, the Isaac Bashevis Singer Scholarship, and the Marta S. and the L. Austin Weeks Endowed Scholarship. Please note that the University does not have academic scholarships to award for Spring semester enrollment. Do These Scholarships Impact Other Financial Aid Awards? Scholarships, when combined with other tuition restricted awards, may not exceed tuition for the award period.

The total financial assistance awarded to a student from all sources, including scholarships, grants, loans, and need-based employment, cannot exceed the total cost of attendance for the award period as defined by the Student Financial Assistance and Employment Office . In the event a student's awards exceed either of these limits, the financial aid award, including the scholarship, will be adjusted to eliminate the over award. Requirements for Scholarship Renewal Credit Completion and Minimum Cumulative GPA based on Credit Hours Earned 1. At least 24 credit hours each academic year (minimum of 12 each semester.) 3.0 academic year Campus Car Bans Campus Car Bans Campus Car Bans The following resource is list of institutions that have first year student car bans followed by campuses that have wider bans which include sophomores, residents in general, or some other category of student. First Year Student Car Bans Institution All Material Copyright © 2005–2012 Association for the Advancement of Sustainability in Higher Education. AASHE reserves the right to control the reproduction and use of all material posted on this website.

1536 Wynkoop St., Suite 100, Denver CO 80202 - t: (303) 395-1331 Remittance Address: PO Box 824583, Philadelphia, PA 19182-4583 For problems or questions about this site please contact the webmaster Scholarships Scholarships Scholarships at UGA Academic Scholarships Last year, UGA awarded more than $7 million in scholarships and awards from University Foundation funds to undergraduate students. Most academic (merit-based) scholarships for first-year students are awarded during the Admissions process. Approximately 14% of enrolled first-year students received an academic scholarship from UGA. Additionally, scholarships available through individual academic departments are typically awarded to upperclassmen, but prospective students should consult the websites of their intended department for more information. Some scholarships for first-year students require an additional application. Please consult the following list for more information as well as this supplemental list of scholarships. International and F-1 visa applicants can qualify for many of these merit-based scholarships.

All scholarships awarded by the Undergraduate Admissions office are renewable for eight semesters of full-time enrollment, or the completion of a Bachelor’s degree. To renew the scholarship each year, students must maintain specific academic requirements which are detailed in the award letter.

Foundation Fellowship Typically 18-22 new student awards Minimum academic GPA of 3.9 (unweighted) to apply Minimum combined SAT I score of 2110, new SAT (SAT-R) score of 1470 or ACT score of 32 to apply A record of strong academic achievement and a history of accomplishment and leadership in co-curricular activities Benefits of Foundation Fellowship Annual stipend: $11,712 plus the Zell Miller Scholarship for Georgia Residents; $19,458 plus a Presidential Waiver for Non-resident students Three fully funded spring travel-study programs One fully funded summer study abroad program to Oxford University immediately following the first year Individual travel-study grants up to a cumulative total of $9,000 Research and academic conference grants Special seminars and book discussions with UGA and visiting professors Faculty and peer mentoring Twice a year, all-Fellow retreats Participation in a community of young scholars who stimulate each other's intellectual and personal development through the exchange of ideas and experiences Typically 25-30 new student awards Minimum academic GPA of 3.9 (unweighted) to apply Minimum combined SAT I score of 2110, new SAT (SAT-R) score of

 1470 or ACT score of 32 to apply A record of strong academic achievement and a history of accomplishment and leadership in co-curricular activities.

Only students who have applied for the Foundation Fellowship will be considered for the Bernard Ramsey Honors Scholarships Benefits of Bernard Ramsey Honors Scholarship Annual stipend: $5,865 plus the Zell Miller Scholarship for Georgia Residents; $9,832 plus a Presidential Waiver for Non-resident students Four fully funded domestic spring service trips Individual travel-study grant of $3,000 Special seminars and book discussions with UGA and visiting professors Faculty and peer mentoring All-Ramsey fall retreat Participation in a community of young scholars who stimulate each other's intellectual and personal development through the exchange of ideas and experiences. Presidential Leadership Scholarship Typically 40-45 new student awards A record of strong academic achievement and a history of accomplishment and leadership in co-curricular activities. $3,000 renewable which can be combined with the Zell Miller/HOPE scholarship for Georgia residents and for students who are non-resident, a Presidential Waiver of the out-of-state fees will be included. Students must maintain full-time enrollment and a 3.0 UGA GPA. Baldwin Scholarship Typically 30-35 new student awards Outstanding achievement in academics and reflecting other criteria contained in the Philosophy Statement of Admissions.

Annual renewable $2,000 stipend for Georgia residents. Students must maintain full-time enrollment and a 3.0 UGA GPA. Classic Scholars Non-Georgia residents may be offered annual, fully-renewable scholarships, providing a waiver of tuition and fees equal to half the differential between in-state and out-of-state costs. This opportunity currently provides a minimum value to each student of $9,105 per year. Students must score a minimum of 1950 SAT/1380 SATR (new SAT) or an ACT Composite of 29 to be eligible for consideration. Awards will be made to out-of-state residents presenting strong academic credentials. Students must maintain full-time enrollment and a 3.0 UGA GPA. Charles McDonald Brown Scholarship Academically superior students from Georgia A record of strong academic achievement and a history of accomplishment and leadership in co-curricular activities Only students who have applied for the Foundation Fellowship and Ramsey Honors Scholarships will be considered $5,000 renewable which can be combined with the Zell Miller/HOPE scholarship for Georgia residents Dr.

Henry King Stanford Scholarship Typically 2-3 new student awards A record of strong academic achievement and a history of accomplishment and leadership in co-curricular activities Only students who have applied for the Foundation Fellowship and enroll in the Honors Program will be considered for the Henry King Stanford Scholarship. Must not be a recipient of the Foundation Fellowship or Ramsey. $3,000 renewable which can be combined with the Zell Miller/HOPE scholarship for Georgia residents and for students who are non-resident, a Presidential Waiver of the out-of-state fees will be included. Students must maintain full-time enrollment and a 3.5 UGA GPA. Charter Scholarship Typically 225-275 new student awards Outstanding achievement in academics and reflecting other criteria contained in the Philosophy Statement of Admissions. Annual renewable $1,500 stipend for Georgia residents Students must maintain full-time enrollment and a 3.0 UGA GPA.

Georgia Incentive Scholarship Typically 40 new student awards Academically superior students from select non-feeder Georgia public high schools Annual $1,000 stipend (in addition to the Zell Miller/HOPE scholarship) Students must maintain full-time enrollment and a 3.0 UGA GPA Harris Scholarship Typically 20-25 new student awards Academically superior students from high schools located in Clarke County, GA Annual $1,000 stipend (in addition to the Zell Miller/HOPE scholarship) Students must maintain full-time enrollment and a 3.0 UGA GPA. One UGA Scholarship Typically 35-40 new student awards Academically strong students who provide diversity to UGA based on the University's broad definition of diversity Annual $1,500 renewable award (in addition to the Zell Miller/HOPE scholarship) or $1,500 renewable award plus a Presidential Waiver of Non-resident fees Students must maintain full-time enrollment and a 3.0 UGA GPA. Classic City Scholars Each Classic City Scholar will be awarded a Presidential waiver of the differential between the Georgia resident and non-resident tuition and fees.

The scholarship will have a minimum value of $18,210 per year. It is renewable for up to four years (eight semesters) of enrollment or until the student receives their undergraduate degree, whichever occurs first. The student must achieve the required academic criteria to renew the scholarship and the value of the scholarship will be modified if the differential between the resident and non-resident tuition and fees increases. Students must maintain full-time enrollment and a 3.0 UGA GPA. Presidential Waivers Awarded in conjunction with other UGA academic scholarships, given to 75-100 new non-resident students annually Waives either one-half or all of the difference between Georgia resident and non-resident tuition and fees Renewable based on the criteria of the academic scholarship to which it is attached Chick-fil-A Bowl Scholarship $4,000 renewable award for eight full-time semesters, provided recipient maintains the required criteria Available for a regularly admitted first-year student who graduates from an Atlanta public school Student must be a certified member of the Play It Smart Program in the APS system Students must maintain full-time enrollment and a 3.0 UGA GPA.

Need-Based Scholarships For consideration of need-based scholarships listed below or other federal, state or institutional need-based aid, the priority consideration deadline for the Free Application for Federal Student Aid (FAFSA) is December 15 and should list UGA as a recipient. UGA's Title IV School Code is 001598. The FAFSA form is available here . For information regarding the Georgia HOPE scholarship or aid based on financial need, please consult the UGA Office of Student Financial Aid . Please note: Students studying in the U.S. on a F-1 Visa (or similar) are not eligible for federal aid or need-based aid.

Combined Financial Need and Merit-Based Scholarships *The postmark deadline for Goizeuta applications is March 20th General Scholarship Demonstrated fluency in both written and spoken Spanish A citizen or legal permanent resident of the United States Preference will be given to students from state of Georgia Demonstrated financial need as determined by the Office of Student Financial Aid $3,000 annual renewable scholarship Students interested in applying for the Goizueta Scholarship are encouraged to complete the FAFSA as soon after January 1st as possible and may complete the scholarship application found by logging into the online status check . Applicants must have been admitted to UGA as either a new first-year or transfer student beginning in the fall and must submit the scholarship application by the deadline of March 20. Interested applicants may submit the Goizueta Foundation Scholarship Application prior to receiving an admissions decision.

UGA Alumni Association Scholarship Typically 1 new student award Academically competitive students must apply for need-based aid via the FAFSA in January and submit to UGA Annual $5,000 renewable stipend (in addition to the HOPE scholarship and other potential need-based aid) Ed Hoard Memorial First Tee Scholarship $1,500 per year, provided recipient maintains the required criteria Students must be admitted as first-year students Students must be a participant in the First Tee Program First preference is for students with a demonstrated financial need as determined by the Office of Student Financial Aid The Annexstad Family Foundation offers scholarships through UGA. The Leaders for Tomorrow National Scholarship—is open to all students and recognizes those who have exhibited moral character, grit and intelligence. It is the intention of this scholarship to attract and recognize accomplished leaders, and to make college more accessible for tomorrow's leaders. This opportunity provides $5,000 per year for five years of study (or $5,000 for three years with a $10,000 award in the fourth). Students interested in being considered are encourage to complete the FASFA as soon after January 1st as possible.

Coca-Cola First Generation Scholarship 12 new student awards $5,000 per year, provided recipient maintains the required criteria Students must be admitted as first-year students and the first in their families to attend college Students must be Georgia residents Students must have demonstrated financial need as determined by the Office of Student Financial Aid Students interested in being considered are encourage to complete the FASFA as soon after January 1st as possible Other Scholarships at the University of Georgia Typically two new student awards Student must exhibit dedication to racial equality through previous experience, initiatives and creativity $1,500 renewable for three years Application required. Typically two new students awarded Student must have demonstrated financial need $1,500 renewable Application required. For more information and an application visit the Office of Institutional Diversity . Balanced Man Scholarship Sigma Phi Epsilon is a fraternity that is dedicated to building balanced men. This year SigEp will be awarding four one-time $1,500 scholarships through the Balanced Man Scholarship. Our goal is to reward men who exemplify the qualities of a Sound Mind and a Sound Body, as we believe they are two ideals essential to leading a balanced life.

To qualify for the Balanced Man Scholarship, incoming students must submit an application and enroll full-time, at the University of Georgia for the fall term. The application can be found here . Applicants have no obligation to join or affiliate with SigEp to be eligible for the scholarship. Helping Hand Scholarship Theta Chi Fraternity's Helping Hand Scholarship is awarded to the top two incoming freshmen attending the University of Georgia each fall. Theta Chi recognizes men who exemplify leadership in the classroom, on the athletic field, and in their places of worship. For the fall of 2016, the Delta Beta chapter of Theta Chi fraternity will award two scholarships worth $1,500 each. Although the scholarship is sponsored by the parents and alumni of Theta Chi Delta Beta, scholarship winning candidates are in no way obliged to join our fraternity. To qualify for the Helping Hand Scholarship, incoming students must submit an application by July 4, 2016, and enroll full-time, at the University of Georgia for the fall term. The application is available here and should be sent via email to jshumard95@gmail.com by midnight of 07/03/16. An interview will take place for selected applicants.

Bradley Turner Leadership Scholarship Typically one new student award Students who aspire to be student leaders at UGA and have exhibited superior leadership capabilities while in high school Preference given to residents of the Columbus, Georgia area Valued at the estimated cost for in-state tuition, room, board and up to $1,000 and renewable for up to three additional years Apply here for the Bradley Turner Leadership Scholarship Peach State Louis Stokes Alliance for Minority Participation The Peach State Louis Stokes Alliance for Minority Participation (Peach State LSAMP) is a National Science Foundation sponsored program with the mission to increase the number of underrepresented minorities pursuing degrees in the Sciences, Technology, Engineering or Math disciplines (STEM). The University of Georgia is a partner in this program which provides financial support, internships, mentorships and research opportunities for selected undergraduates. Apply here for Peach State LSAMP The Center for Undergraduate Research (CURO) The Center for Undergraduate Research Opportunities offers incoming first-year students an opportunity to focus on learning through research with the CURO Honors Scholarship , which provides $3,000 of funding yearly, renewable for up to four years.

CURO Honors Scholars are members of a structured, faculty-mentored research community, and they enjoy the exclusive opportunities for career and academic enrichment of UGA's nationally recognized Honors Program. The CURO Research Assistantship supports outstanding undergraduate students with 500 stipends of $1,000 each to across campus to actively participate in faculty-mentored research. The CURO Summer Research Fellowship provides 30 undergraduate students with $3,000 each summer to pursue intensive, immersive, faculty-mentored research. AT&T Scholars Program Scholarship opportunity for students who are transferring from a Technical College System of Georgia Institution with an Associate's degree in a specified area. The scholarship is worth $5,000 a year. More information can be found here . UGA Departmental Scholarships Reserve Officer Training Corps UGA hosts both Army ROTC and Air Force ROTC units. Students seeking ROTC competitive scholarships should contact the units on campus at their respective links above. Music Scholarships UGA's School of Music awards scholarships based on audition to students majoring in the music programs at UGA. For information, dates of auditions and applications, please contact the Hodgson School of Music .

Disability Resource Center Scholarships Students registered with the Disability Resource Center at UGA may be eligible for one of the following scholarships, most of which are awarded to upper-class students. Gregory Charles Johnson Scholarship (returning UGA students and valued at full tuition for a year) Margaret Towson Scholarship (returning visually impaired UGA student and amount varies) Lauren Melissa Kelly Award (one time spring award of $500) Joe Coile Memorial Award (one time spring award of $500 based on service and leadership, in addition to other factors) The Matthew Peddicord Memorial Award (one time spring award of $500 to a student with a chronic illness) William I. Aynes Award (one time spring award for a pre-law student) Academic Year Foreign Language and Area Studies Fellowship The Latin American and Caribbean Studies Institute will award FLAS fellowships to a limited number of undergraduate students for an intensive program of language study in Quechua at the intermediate level and Portuguese at the intermediate, and advanced levels (2000 level and above).

Up to $10,000 for tuition and fees to study at the intermediate or advanced level of Portuguese or Quechua at the University of Georgia $5,000 as living stipend Contact us for more information about how you can join the FIRST. (+1) 706-542-8776 Mon - Fri 9:00am - 4:00 pm (EST) 210 South Jackson Street, Athens, GA 30602-1633

Question: What name is given to a first year student at an American university
Answer: Freshman